Zhang Yujie, Ji Zhenni, Zhou Peizhi, Dong Lihua, Chen Yao
West China School of Basic Medical Sciences & Forensic Medicine, Sichuan University, Chengdu, China.
West China Hospital, Sichuan University, Chengdu, China.
Heliyon. 2023 Feb 26;9(3):e13891. doi: 10.1016/j.heliyon.2023.e13891. eCollection 2023 Mar.
Human anatomy is a predominant course that helps medical students enhance their performance in other clinical curricula. However, it is difficult for students to learn the relationship between anatomy and diseases, since the traditional teaching modality of anatomy courses does not contain enough clinical contents. Clinical anatomy education merges clinical diagnosis and treatment into anatomy learning. This study seeks to determine whether systematic clinical anatomy teaching can improve students' performance and interest in anatomy courses.
This study was a retrospective study conducted at West China Medical School, Sichuan University. Medical students of the 8-year program who participated in the course "HUMAN MORPHOLOGY" in the academic years of 2014-2018 did not receive a systematic clinical anatomy course, while those in the academic years of 2018-2022 did. These two groups were involved to analyze their final examination. Then, a questionnaire for students in the academic year of 2021-2022 was conducted to assess their general satisfaction and opinions on the usefulness and learning modalities of clinical anatomy courses.
Students who received systematic clinical anatomy lessons performed significantly better than those who were not in the final examinations. The average grades were 73.64 and 79.90 in the 3rd semester of medicine (p < 0.0001) and 75.70 and 82.18 in the 4th semester of medicine (p < 0.0001) before and after 2018, respectively. The response rate of the questionnaire was 77.78%, and most of the students agreed that the clinical anatomy lessons were satisfactory, with 40 out of 71 (56.34%) strongly agreeing and 26 out of 71 (36.62%) agreeing.
Clinical anatomy education should be more emphasized and merged into the gross anatomy curriculum owing to the better performance in the final examination and high rate of satisfaction.
人体解剖学是一门重要课程，有助于医学生在其他临床课程中表现得更出色。然而，由于解剖学课程的传统教学模式缺乏足够的临床内容，学生很难学习解剖学与疾病之间的关系。临床解剖学教育将临床诊断和治疗融入解剖学学习中。本研究旨在确定系统的临床解剖学教学是否能提高学生在解剖学课程中的表现和兴趣。
本研究是在四川大学华西医学院进行的一项回顾性研究。2014 - 2018学年参加“人体形态学”课程的八年制医学生未接受系统的临床解剖学课程，而2018 - 2022学年的学生接受了该课程。对这两组学生的期末考试成绩进行分析。然后，对2021 - 2022学年的学生进行问卷调查，以评估他们对临床解剖学课程的总体满意度以及对其有用性和学习方式的看法。
接受系统临床解剖学课程的学生在期末考试中的表现明显优于未接受该课程的学生。2018年前后，医学第三学期的平均成绩分别为73.64和79.90（p < 0.0001），医学第四学期的平均成绩分别为75.70和82.18（p < 0.0001）。问卷的回复率为77.78%，大多数学生认为临床解剖学课程令人满意，71名学生中有40名（56.34%）强烈同意，26名（36.62%）同意。
由于期末考试成绩更好且满意度高，应更加强调临床解剖学教育并将其融入大体解剖学课程中。
